Getting the Numbers Right: International Engineering Education in the United States, China, and India
Duke University - Department of Sociology - Director, Center on Globalization, Governance & Competitiveness
Center for Entrepreneurship and Research Commercialization, Pratt School of Engineering; Stanford University - Arthur & Toni Rembe Rock Center for Corporate Governance
Ben A. Rissing
Massachusetts Institute of Technology (MIT) - Behavioral Policy Science (BPS)
Duke University - Department of Sociology
Journal of Engineering Education, Vol. 97, No. 1, pp. 13-25, 2008
This article challenges the commonly cited statistics for engineering graduates in the United States, China, and India. Our research shows that the gap between the number of engineers and related technology specialists produced in the United States versus those in India and China is smaller than previously reported, and the United States remains a leading source of high-quality global engineering talent. Furthermore, engineering graduates in China and India face the prospect of substantial unemployment, despite high corporate demand for their services; this raises questions about the quality of recent graduates. The United States, however, also confronts problems in its continued ability to attract and retain top engineering talent from abroad because of visa uncertainties and growing economic opportunities in their countries of origin. We argue that the key issue in engineering education should be the quality of graduates, not just the quantity, since quality factors have the biggest impact on innovation and entrepreneurship.
Number of Pages in PDF File: 13
Keywords: dynamic and transactional engineers, engineering education, offshoring
Date posted: January 9, 2008 ; Last revised: June 5, 2008
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